A comparison between the effect of reading-based and writing-based vocabulary instruction on college students' writing in Taiwan

Author:

Tai, Feng-Chen

Awarding Body:

Queen's University Belfast

Current Institution:

Queen's University Belfast

Date of Award:

2013

Availability of Full Text:

Full text unavailable from EThOS. Thesis embargoed until 01 Jul 2018

Abstract:

The current study examines the effect of two methods of vocabulary instruction
on writing: reading-based vocabulary instruction and writing-based vocabulary
instruction. The two methods were compared on their impact on Taiwanese college
students' writing quality, number of target words used, receptive vocabulary
knowledge and productive vocabulary knowledge. Participants were 84 first-year
) technological college students, who were taught 75 target words over five weeks,
receiving either writing-based or reading-based instruction. Reading-based instruction,
learning vocabulary from a receptive approach, consisted of receptive learning
activities including copying words, translation activities from L2 to L l , choosing and
matching activities. Writing-based instruction, learning vocabulary from a productive
approach, consisted of learning vocabulary through word pairs, translation activities
from Ll to L2, sentence writing and story writing activities.
Outcomes were measured on task of writing quality on pre and post
picture-based story writing which was scored using two kinds of writing rubrics,
number of target words used in post picture-based story writing tasks, receptive
vocabulary knowledge as assessed by using a multiple-choice test and productive
vocabulary knowledge assessed by using a sentence completion test. Students' pre and
post writing attitude and perception toward the two learning methods after treatment
were also compared. The findings suggest that the writing-based instruction may be a
more effective method than reading-based instruction of improving writing quality
and developing productive vocabulary knowledge. Students who received the
writing-based instruction achieved higher scores on tests of writing quality and
sentence completion, while no differences were found between groups in receptive
vocabulary knowledge and writing attitude. The main implication is that learning
vocabulary from a writing-based approach for writing may improve writing quality
better than a reading-based approach.